A Critical Analysis of Elementary Preservice Teachers' Understanding of Racial Inequity in STEM

• In Event: Equity and Efficacy in STEM Education: Challenges and Possibilities for Multidimensional and Experiential Learning

Abstract

In this study we utilize an ideology in pieces lens to investigate how the ideologies of elementary preservice teachers (PSTs) about inequity in STEM evolve over the course of their participation in an elementary mathematics and science methods course. Our findings suggest that PSTs express an awareness of racial inequities in STEM, however, their belief that teaching practices impact those inequities is mixed. Furthermore, over the course of the semester, PSTs’ ideologies about the relationship between racial equity in STEM and teaching practices remain fixed for some and evolve for others. These findings contribute to conversations related to PSTs’ ideologies around racial equity in STEM and the importance of teacher preparation courses in illuminating and addressing these ideologies.

Authors

• Karisma Morton, University of North Texas

• Nazia Khan